How does adding a representation of self to a virtual learning experience change the roles of teachers and learners?
In the educational realm, virtual worlds are increasingly being used for teaching purposes (EDUCAUSE, 2007; Cardale, 2008). Virtual learning environments (VLEs) differs from traditional classrooms in many ways. Along with the physical location, the mode in which communication occurs, the way in which lectures are incorporated, the extent to which technology is used, and the degree of real-time interaction are all affected. Within the virtual world multi-user environment, new challenges and issues are presented, other than the benefits of potentially enhanced interest levels and learning opportunities are acknowledged. Compared to the traditional classroom, VLE offers a new paradigm for teaching and learning and different challenges for students and instructors working through original ways of doing collaborative learning. It may reduce inhibitions that limit less social students, allow for a quicker review of content and repeated practice, and improve relationships through collaboration.
Virtual platforms offer communication advantages for students affected by geographical challenges, but also provide educators with a distinct tool for promote interactions on several fronts. These include educator to student; student to student; and student to content. Each of these relationships is affected by a virtual world environment. While student to content is the frequent area of examination, student-to-student has relevance for additional study and student to teacher could be a critical success factor. It becomes extremely important to identify the role expectations and performance responses for both instructors and students. It starts with the self-representation that occurs in virtual world settings. In order to fully participate, individuals create representations of themselves. These may convey aspects of real identity, appearance or behavior, or may take on completely different forms. It is not uncommon for participants to create avatars of a different gender, or with desired physical characteristics not experienced in the real world. Users allow these self-representations to communicate their online identity through which they interact with other players or users.
Research on avatars indicates that many users tend to create idealized versions of themselves, existing in the virtual world in a desired or fantasy state (Jessica 2007). Students learning in virtual environments may choose to take on roles they have not experienced in real life. This creates the potential for online interactions that are much different than actual interpersonal ones. Studies have indicated that better learning may result when the ideal self is represented in online situations; where students connect the past, current, reality and fantasy worlds when creating their online representation (Sanchez, 2009). By sharing a large, simulated environment, students experience an expansion of abilities, a variety of worlds to explore and inhabit, and different challenges to overcome (Shaffer, 2006). 3D environments provide collaborative learning experiences that allow participants to experience new settings, a different presence and virtual community (Dickey, 2005). A platform that is visually stimulating and mentally engaging aids the process of developing interactive skills that lead to learning and retention. Being able to see others self-representations enhances online discussions (Mayrath, Sanchez, Traphagen, Heikes, & Trivedi, 2007). The flexibility of the online environment and the ability to retrace steps allows students a trial-and-error approach, permitting repetition and changes in approach. This leads to greater self-control over learning and improves student independence (Belz & Muller-Hartmann, 2003). Feedback may occur student to student or directly from the instructor to the student. Depending on the disposition of the student, that interaction may be enhanced or minimized in the online setting.
There is more collaborative in nature considered in VLE, and that could result in two separate responses. Students would collaborate at high levels together and participate in the online environment with their instructor, effectively learning together. In the other, the instructor would step back from intervention techniques and assume more of an observer’s role, fostering a sense of independence and self-directed learning (Belz & Muller-Hartmann, 2003). This coincides with the ability of VLEs to offer on-going learning experiences at various asynchronous times. Whereas the group would meet together at a certain time in a traditional classroom, the online environment allows for learning whenever convenient for students. The potential is also there for instructors to be unavailable at the study times handy for the student.
Virtual environments also allow instructors to assume unique roles. Johnson and Levine (2008) proposed the idea of a particle physics lesson presented to students by an avatar designed to appear as Albert Einstein. Students could interact and respond to the material in a way that the traditional classroom setting could not provide. Along the same line, historical events including famous trials or courtroom settings have been and are being used in virtual learning environments. Students immerse themselves in the avatar historical characters and respond to the events and decisions accordingly. The instructor decides whether to become directly involved in such scenarios or whether to simply observe and offer suggestions. Either way, a unique form of role-playing takes place in a virtual learning environment.
Since the means used to transmit educational content is shifting from direct to virtual, teachers need to keep up to date on technological changes and be open to altering their teaching approaches. The simple change from direct presentation of information in a classroom setting to managing a virtual educational world setting requires a modification of roles. The collaborative nature of the online environment demands that teachers moderate student activity and not just present information. To achieve goals as instructors in a virtual learning experience, teachers need to continually learn and master new skills in order to remain current with technology. This enables instructors to present scenarios that challenge interested students to become independent learners and problem-solvers. The flexibility of the virtual learning world allows teachers to respond effectively to student needs and to alter their teaching styles accordingly. Depending on the circumstances, that may be as simple as altering the social environment or much more complex (Bailenson, Yee, Blascovich, Beall, Luncblad, & Jin, 2008).
The roles of teachers and learners are altered in a virtual environment. The degree of change depends in part on the approach taken by the instructor. It is also affected by the response of the students, their desire for self-directed learning, and the virtual environment itself.
References
Bailenson, J., Yee, N., Blascovich, J., Beall, A., Lundblad, N., & Jin (2008). The use of immersive virtual reality in the learning sciences: digital transformations of teachers, students, and social context. The Journal of the Learning Sciences, 17, 102-141.
Belz, J., & Muller-Hartmann, A. (2003). Teachers as Intercultural Learners: Negotiating German-American Telecollaboration along the Institutional Fault Line. Modern Language Journal, 87(1), 71-89.
Cardale, A. (2008). Second Lives: A Journey Through Virtual Worlds. LLI Review, 3120-121.
Dickey, M. (2005). Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education. British Journal of Educational Technology, 36(3), 439-451.
EDUCAUSE. (2007). The Horizon Report. 2007 Edition. New Media Consortium.
Jessica, W. (2007). My avatar, my self: Virtual harm and attachment. Ethics & Information Technology.
Johnson, L., & Levine, A. (2008). Virtual worlds: inherently immersive, highly social learning spaces. Theory Into Practice, 47(2), 161-170.
Mayrath, M., Sanchez, J., Traphagan, T., Heikes, J. & Trivedi, A. (2007). Using second life in an English Course: designing calss activities to address learning objectives. In C. Montgomerie & J. Seal (Eds), Processings of world Conference on educational multimedia, hypermedia and telecommunications 2007.
Sanchez, J. (2009). Pedagogical Applications of Second Life. Library Technology Reports, 45(2), 21-28.
Shaffer, D. (2006). Epistemic Frames for Epistemic Games. Computers and Education, 46(3), 223-234.
In the educational realm, virtual worlds are increasingly being used for teaching purposes (EDUCAUSE, 2007; Cardale, 2008). Virtual learning environments (VLEs) differs from traditional classrooms in many ways. Along with the physical location, the mode in which communication occurs, the way in which lectures are incorporated, the extent to which technology is used, and the degree of real-time interaction are all affected. Within the virtual world multi-user environment, new challenges and issues are presented, other than the benefits of potentially enhanced interest levels and learning opportunities are acknowledged. Compared to the traditional classroom, VLE offers a new paradigm for teaching and learning and different challenges for students and instructors working through original ways of doing collaborative learning. It may reduce inhibitions that limit less social students, allow for a quicker review of content and repeated practice, and improve relationships through collaboration.
Virtual platforms offer communication advantages for students affected by geographical challenges, but also provide educators with a distinct tool for promote interactions on several fronts. These include educator to student; student to student; and student to content. Each of these relationships is affected by a virtual world environment. While student to content is the frequent area of examination, student-to-student has relevance for additional study and student to teacher could be a critical success factor. It becomes extremely important to identify the role expectations and performance responses for both instructors and students. It starts with the self-representation that occurs in virtual world settings. In order to fully participate, individuals create representations of themselves. These may convey aspects of real identity, appearance or behavior, or may take on completely different forms. It is not uncommon for participants to create avatars of a different gender, or with desired physical characteristics not experienced in the real world. Users allow these self-representations to communicate their online identity through which they interact with other players or users.
Research on avatars indicates that many users tend to create idealized versions of themselves, existing in the virtual world in a desired or fantasy state (Jessica 2007). Students learning in virtual environments may choose to take on roles they have not experienced in real life. This creates the potential for online interactions that are much different than actual interpersonal ones. Studies have indicated that better learning may result when the ideal self is represented in online situations; where students connect the past, current, reality and fantasy worlds when creating their online representation (Sanchez, 2009). By sharing a large, simulated environment, students experience an expansion of abilities, a variety of worlds to explore and inhabit, and different challenges to overcome (Shaffer, 2006). 3D environments provide collaborative learning experiences that allow participants to experience new settings, a different presence and virtual community (Dickey, 2005). A platform that is visually stimulating and mentally engaging aids the process of developing interactive skills that lead to learning and retention. Being able to see others self-representations enhances online discussions (Mayrath, Sanchez, Traphagen, Heikes, & Trivedi, 2007). The flexibility of the online environment and the ability to retrace steps allows students a trial-and-error approach, permitting repetition and changes in approach. This leads to greater self-control over learning and improves student independence (Belz & Muller-Hartmann, 2003). Feedback may occur student to student or directly from the instructor to the student. Depending on the disposition of the student, that interaction may be enhanced or minimized in the online setting.
There is more collaborative in nature considered in VLE, and that could result in two separate responses. Students would collaborate at high levels together and participate in the online environment with their instructor, effectively learning together. In the other, the instructor would step back from intervention techniques and assume more of an observer’s role, fostering a sense of independence and self-directed learning (Belz & Muller-Hartmann, 2003). This coincides with the ability of VLEs to offer on-going learning experiences at various asynchronous times. Whereas the group would meet together at a certain time in a traditional classroom, the online environment allows for learning whenever convenient for students. The potential is also there for instructors to be unavailable at the study times handy for the student.
Virtual environments also allow instructors to assume unique roles. Johnson and Levine (2008) proposed the idea of a particle physics lesson presented to students by an avatar designed to appear as Albert Einstein. Students could interact and respond to the material in a way that the traditional classroom setting could not provide. Along the same line, historical events including famous trials or courtroom settings have been and are being used in virtual learning environments. Students immerse themselves in the avatar historical characters and respond to the events and decisions accordingly. The instructor decides whether to become directly involved in such scenarios or whether to simply observe and offer suggestions. Either way, a unique form of role-playing takes place in a virtual learning environment.
Since the means used to transmit educational content is shifting from direct to virtual, teachers need to keep up to date on technological changes and be open to altering their teaching approaches. The simple change from direct presentation of information in a classroom setting to managing a virtual educational world setting requires a modification of roles. The collaborative nature of the online environment demands that teachers moderate student activity and not just present information. To achieve goals as instructors in a virtual learning experience, teachers need to continually learn and master new skills in order to remain current with technology. This enables instructors to present scenarios that challenge interested students to become independent learners and problem-solvers. The flexibility of the virtual learning world allows teachers to respond effectively to student needs and to alter their teaching styles accordingly. Depending on the circumstances, that may be as simple as altering the social environment or much more complex (Bailenson, Yee, Blascovich, Beall, Luncblad, & Jin, 2008).
The roles of teachers and learners are altered in a virtual environment. The degree of change depends in part on the approach taken by the instructor. It is also affected by the response of the students, their desire for self-directed learning, and the virtual environment itself.
References
Bailenson, J., Yee, N., Blascovich, J., Beall, A., Lundblad, N., & Jin (2008). The use of immersive virtual reality in the learning sciences: digital transformations of teachers, students, and social context. The Journal of the Learning Sciences, 17, 102-141.
Belz, J., & Muller-Hartmann, A. (2003). Teachers as Intercultural Learners: Negotiating German-American Telecollaboration along the Institutional Fault Line. Modern Language Journal, 87(1), 71-89.
Cardale, A. (2008). Second Lives: A Journey Through Virtual Worlds. LLI Review, 3120-121.
Dickey, M. (2005). Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education. British Journal of Educational Technology, 36(3), 439-451.
EDUCAUSE. (2007). The Horizon Report. 2007 Edition. New Media Consortium.
Jessica, W. (2007). My avatar, my self: Virtual harm and attachment. Ethics & Information Technology.
Johnson, L., & Levine, A. (2008). Virtual worlds: inherently immersive, highly social learning spaces. Theory Into Practice, 47(2), 161-170.
Mayrath, M., Sanchez, J., Traphagan, T., Heikes, J. & Trivedi, A. (2007). Using second life in an English Course: designing calss activities to address learning objectives. In C. Montgomerie & J. Seal (Eds), Processings of world Conference on educational multimedia, hypermedia and telecommunications 2007.
Sanchez, J. (2009). Pedagogical Applications of Second Life. Library Technology Reports, 45(2), 21-28.
Shaffer, D. (2006). Epistemic Frames for Epistemic Games. Computers and Education, 46(3), 223-234.